Consider a past situation where you were a member of a team that was involved in a project. Ideally, this situation should be where you currently work. However, you can use any situation or experience in your personal life as well. If you are at a loss of thinking of a scenario - then you may choose to make up a project that may be of interest to you instead. · Describe the overall project goals and your role in the project. · Explain how the project scope was clearly defined at the beginning of the project or how it was not clearly defined.  · Prepare and share with us a listing of deliverables from your project. Offer at least 5 deliverables and two work packages per deliverable. Identify the WBS code accordingly. For example: Breakdown Description WBS Code Project Project Title 1.0 Deliverable 1 Deliverable 1 Description 1.1 WP1 First Work Package 1.1.1 WP2 Second Work Package 1.1.2 Deliverable 2 Deliverable 2 Description 1.2 WP1 First Work Package 1.2.1 WP2 Second Work Package 1.2.2 · Finally, complete a quick google search, and locate a website (that appears credible) that presents an example WBS. Share the link with your peers along with a sentence or two related to how their WBS aligns to the typical structure of a WBS as presented in the week introduction. Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2-3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map. Introduction Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented. The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient's life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders. The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder. The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interact ...

1. Consider a past situation where you were a member of a team
that was involved in a project. Ideally, this situation should be
where you currently work. However, you can use any situation
or experience in your personal life as well. If you are at a loss
of thinking of a scenario - then you may choose to make up a
project that may be of interest to you instead.
· Describe the overall project goals and your role in the project.
· Explain how the project scope was clearly defined at the
beginning of the project or how it was not clearly defined.
· Prepare and share with us a listing of deliverables from your
project. Offer at least 5 deliverables and two work packages per
deliverable. Identify the WBS code accordingly. For example:
Breakdown
Description
WBS Code
Project
Project Title
1.0
Deliverable 1
Deliverable 1 Description
1.1
WP1
First Work Package
1.1.1
WP2
Second Work Package
1.1.2
Deliverable 2
Deliverable 2 Description
1.2
WP1
First Work Package
1.2.1

2. WP2
Second Work Package
1.2.2
· Finally, complete a quick google search, and locate a website
(that appears credible) that presents an example WBS. Share the
link with your peers along with a sentence or two related to how
their WBS aligns to the typical structure of a WBS as presented
in the week introduction.
Create a concept map of a chosen condition, disease, or disorder
with glucose regulation or metabolic balance considerations.
Write a brief narrative (2-3 pages) that explains why the
evidence cited in the concept map and narrative are valuable
and relevant, as well as how specific interprofessional strategies
will help to improve the outcomes presented in the concept map.
Introduction
Note: Each assessment in this course builds on the work you
completed in the previous assessment. Therefore, you should
complete the assessments in this course in the order in which
they are presented.
The biopsychosocial (BPS) approach to care is a way to view all
aspects of a patient's life. It encourages medical practitioners to
take into account not only the physical and biological health of
a patient, but all considerations like mood, personality, and
socioeconomic characteristics. This course will also explore
aspects of pathophysiology, pharmacology, and physical
assessment (the three Ps) as they relate to specific conditions,
diseases, or disorders.
The first assessment is one in which you will create a concept
map to analyze and organize the treatment of a specific patient
with a specific condition, disease, or disorder.
The purpose of a concept map is to visualize connections
between ideas, connect new ideas to previous ideas, and to
organize ideas logically. Concept maps can be an extremely

3. useful tool to help organize and plan care decisions. This is
especially true in the biopsychosocial model of health, which
takes into account factors beyond just the biochemical aspects
of health. By utilizing a concept map, a nurse can simplify the
connection between disease pathways, drug interactions, and
symptoms, as well as between emotional, personality, cultural,
and socioeconomic considerations that impact health.
Preparation
As you prepare to complete this assessment, you may want to
think about other related issues to deepen your understanding or
broaden your viewpoint. You are encouraged to consider the
questions below and discuss them with a fellow learner, a work
associate, an interested friend, or a member of your professional
community. Note that these questions are for your own
development and exploration and do not need to be completed
or submitted as part of your assessment.
The assessment will be based on the case of a specific patient
with a specific condition, disease, or disorder. Think about an
experience you have had treating a patient with a condition,
disease, or disorder that interests you, or one of the cases
presented in the Vila Health: Concept Maps as Diagnostic
Tools media simulation.
· What is the primary condition, disease, or disorder affecting
the patient?
. What types of experience have you had working with patients
with this condition, disease, or disorder?
. How does this condition, disease, or disorder typically
present?
. What are the recommended treatment options?
. What, if any, characteristics of an individual patient should be
kept in mind when determining a course of treatment.
· How have you used concept maps to help plan and organize
care?
· What are the advantages of concept maps, from your point of
view?
· How could concept maps be more useful?

4. · How can interprofessional communication and collaboration
strategies assist in driving patient safety, efficiency, and quality
outcomes with regard to specific clinical and biopsychosocial
considerations?
· What interprofessional strategies do you recommend health
care providers take in order to meet patient-centered safety and
outcome goals?
Scenario
You have already learned about evidence-based practice and
quality improvement initiatives in previous courses. You will
use this information to guide your assessments, while also
implementing new concepts introduced in this course. For thi s
assessment, you will develop a concept map and provide
supporting evidence and explanations. You may use the case
studies presented in the Vila Health: Concept Maps as
Diagnostic Tools media, a case study from the literature or your
practice that is relevant to the list of conditions below, or
another relevant case study you have developed. This case study
will provide you with the context for creating your concept
map. You may also use the practice context from the case study
or extrapolate the case study information and data into your
own practice setting. Think carefully when you are selecting the
case study for this assessment, as you may choose to build upon
it for the second assessment as well.
Some example conditions, diseases and disorders that are
relevant to metabolic balance and glucose regulation
considerations are:
· Cancer.
· Diabetes (type 2).
· HIV/AIDS.
· Hyperthyroidism.
· Hypothyroidism.
· Metabolic syndrome.
· Obesity.
· Polycycstic ovary syndrome.
· Prediabetes.

5. · Pregnancy.
Instructions
Develop a concept map and a short narrative that supports and
further explains how the concept map is constructed. You may
choose to use the Concept Map Template as a starting point for
your concept map, but are not required to do so. The bullet
points below correspond to the grading criteria in the scoring
guide. Be sure that your evidence-based plan addresses all of
them. You may also want to read the Concept Map scoring
guide and the Guiding Questions: Concept Map document to
better understand how each grading criterion will be assessed.
Part 1: Concept Map
· Develop an evidence-based concept map that illustrates a plan
for achieving high-quality outcomes for a condition that has
impaired glucose or metabolic imbalance as related aspects.
Concept Map Template [DOCX]. You may choose to use this
template for completing this component of the assignment.
Part 2: Additional Evidence (Narrative)
· Justify the value and relevance of the evidence you used as the
basis for your concept map.
· Analyze how interprofessional strategies applied to the
concept map can lead to achievement of desired outcomes.
· Construct concept map and linkage to additional evidence in a
way that facilitates understanding of key information and links.
· Integrate relevant sources to support assertions, correctly
formatting citations and references using current APA style.
Use the APA Style Paper Tutorial [DOCX] to complete this
narrative component.
Example Assessment
You may use the following to give you an idea of what a
Proficient or higher rating on the scoring guide would look like:
· Assessment 1 Example [PDF].
Additional Requirements
· Length of submission: Your concept map should be on a single
page, if at all possible. You can submit the concept map as a
separate file, if you need to. Your additional evidence narrative

6. should be 2-3 double-spaced, typed pages. Your narrative
should be succinct yet substantive.
· Number of references: Cite a minimum of 3-5 sources of
scholarly or professional evidence that supports your concept
map, decisions made regarding care, and interprofessional
strategies. Resources should be no more than five years old.
· APA formatting:
. For the concept map portion of this assessment: Resources and
citations are formatted according to current APA style. Pl ease
include references both in-text and in the reference page that
follows your narrative.
. For the narrative portion of this assessment: use the APA Style
Paper Tutorial [DOCX] to help you in writing and formatting
your analysis. You do not need to include an abstract for this
assessment.
Competencies Measured
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
· Competency 1: Design patient-centered, evidence-based,
advanced nursing care for achieving high-quality patient
outcomes.
. Develop an evidence-based concept map that illustrates a plan
for achieving high-quality outcomes for a condition that has
impaired glucose or metabolic imbalance as related aspects.
. Justify the value and relevance of the evidence used as the
basis for a concept map.
· Competency 4: Evaluate the efficiency and effectiveness of
interprofessional care systems in achieving desired health care
improvement outcomes.
. Analyze how interprofessional strategies applied to the
concept map can lead to achievement of desired outcomes.
· Competency 5: Communicate effectively with diverse
audiences, in an appropriate form and style, consistent with
organizational, professional, and scholarly standards.
. Construct concept map and linkage to additional evidence in a

7. way that facilitates understanding of key information and links.
. Integrate relevant sources to support assertions, correctly
formatting citations and references using current APA style.
Running head: CONCEPT MAP 1
Copyright ©2018 Capella University. Copy and distribution of
this document are prohibited.
Concept Map
Learner’s Name
Capella University
Biopsychosocial Concepts for Advanced Nursing Practice I
Concept Map

8. April, 2019
CONCEPT MAP
2
Copyright ©2018 Capella University. Copy and distribution of
this document are prohibited.
Concept Map

9. Patient Info
Name: Jane Doe | Gender: Female | Age: 72
Vitals: Temp: 37 °C (98.6 °F), BP: 162/94, Pulse: 92,
Respiratory rate: 26 and shallow
Chief complaint: Shortness of breath (SOB) and difficulty
breathing
Medical history: Hypertension, hyperlipidemia, and chronic
obstructive pulmonary disease (COPD)
Nursing Diagnosis
Impaired gas exchange related to destruction of the alveoli,
narrowing of
bronchioles, and trapping of air resulting in loss of lung
elasticity
Subjective data: Difficulty breathing and SOB
Objective data: Crackles and wheezing heard upon auscultation,
dyspnea,
tachypnea, nasal flaring, use of accessory muscles, late signs of
cyanosis (Linton,
2015), and oxygen saturation is 90% on room air
Nursing Diagnosis

10. Activity intolerance related to hypoxia (imbalance between
oxygen supply and
demand)
Subjective data: “I find it difficult to breathe. I can’t catch my
breath when I walk a
few feet.” — Jane Doe
Objective data: Late signs of cyanosis, crackles and wheezing
heard upon
auscultation, and use of accessory muscles (Linton, 2015)
Nursing Diagnosis
Ineffective airway clearance related to bronchoconstriction,
increased mucus
production
Subjective data: The patient states she has been sleepi ng in a
recliner chair for the
past three nights because of difficulty breathing
Objective data: Wheezing heard upon auscultation, dyspnea,
tachypnea, and use
of accessory muscles (Linton, 2015)
Nursing Interventions
Independent intervention (II): Monitor the patient’s arterial
blood gases, oxygen
saturation, vital signs, and color and assess for manifestations
such as restlessness,

11. anxiety, lethargy, and confusion
Rationale: This process will help detect potential hypoxemia or
hypercapnia
(LeMone et al., 2015)
Collaborative intervention (CI): Supervise oxygen (O2) at 2
L/min through nasal
cannula as ordered. Instruct the patient and kin not to increase
the O2 level
Rationale: Oxygen therapy is used to treat hypoxia and is
prescribed for chronic
and acute breathing problems (Rees, 2017). However, a sudden
increase in the O2
level can lead to respiratory failure (Linton, 2015)
II: Position the patient in an upright or high Fowler’s position
(Linton, 2015)
Rationale: This posture promotes lung ventilation (LeMone et
al., 2015)
II: Instruct and teach the patient to perform the pursed-lip
breathing technique
Rationale: This technique slows the respiratory rate and reduces
air trapping and
fatigue (LeMone et al., 2015)
Expected Outcomes
Arterial blood gases and vital signs will be consistent with
patient norms,
indicating improvement in gas exchange (Linton, 2015)
The pursed-lip breathing technique will reduce dyspnea (Linton,
2015)

12. Nursing Interventions
II: Demonstrate pursed-lip and diaphragmatic breathing and
encourage the
patient to practice them periodically
Rationale: These techniques reduce air trapping and fatigue and
help maintain
open airways (LeMone et al., 2015)
II: Position the patient in an upright or high Fowler’s position
Rationale: This posture promotes lung ventilation (LeMone et
al., 2015)
CI: Encourage deep breathing and the use of an incentive
spirometer
Rationale: Using an incentive spirometer prevents complications
such as
pneumonia and atelectasis (LeMone et al., 2015)
CI: Collaborate with a respiratory therapist to teach the patient
how to cough
effectively
Rationale: This technique helps open distal alveoli and remove
secretions
(LeMone et al., 2015)
II: Provide emotional support to the patient
Rationale: This intervention will be therapeutic, make the
patient feel
comfortable, and help her cope with the diagnosis (Kazanowski,
2017; LeMone et
al., 2015)
Expected Outcomes
The patient will have open airways. Signs of clear and open

13. airways are normal
depth and rate of respiration, normal breathing sounds, and
effective coughing of
secretions (Linton, 2015)
Nursing Interventions
II: Teach and encourage the use of the pursed-lip breathing
technique while
performing activities
Rationale: This technique can lower breathlessness and improve
respiratory
function (Ackley, Ladwig, Makic, 2016)
II: Advise the patient to take rest periods before and after
activities
Rationale: Resting reduces fatigue and lowers the demand for
oxygen (LeMone et
al., 2015)
CI: Recommend a pulmonary rehabilitation program
Rationale: Pulmonary rehabilitation can lower exertional
dyspnea and perceived
intensity of breathlessness (Ackley et al., 2016)
CI: Collaborate with a respiratory therapist for cough control
and improved
breathing
Rationale: This will help improve or maintain oxygenation in
the patient (Boon,
2018)
CI: Supervise oxygen (O2) at 2 L/min through nasal cannula as
ordered. Instruct the
patient and kin not to increase the O2 level
Rationale: Oxygen therapy is used to treat hypoxia and is

14. prescribed for chronic
and acute breathing problems (Rees, 2017). However, a sudden
increase in the O2
level can lead to respiratory failure (Linton, 2015)
Expected Outcomes
The vital signs of the patient will show normal fluctuation
during physical activity,
which is a measure of activity tolerance (LeMone et al., 2015)
CONCEPT MAP
3
Copyright ©2018 Capella University. Copy and distribution of
this document are prohibited.
Introduction
This paper presents an evidence-based concept map that
illustrates a nursing care plan to achieve high-quality outcomes
for a
patient experiencing SOB and difficulty breathing. The concept

15. map contains urgent diagnoses, possible nursing interventions,
and
opportunities for interprofessional collaboration as well as
rationales and possible high-quality outcomes. The narrative
justifies the
value and relevance of the evidence used in the concept map
and provides additional evidence, conflicting data, and the
scope of
interprofessional collaborations in achieving high-quality
outcomes.
Additional Evidence
Jane Doe is a 72-year-old female experiencing SOB and
difficulty breathing. The suspected diagnoses are based on the
patient’s medical history and physical examination. The
evidence used in the concept map is a combination of subjective
(patient-
reported distress) and objective (symptoms or characteristics
related to a condition observed in the patient) data obtained
after an
investigation. Doe also suffered from emphysema in the past.
Fatigue, SOB, edema, and wheezing are common symptoms of
COPD.
The diagnoses in the concept map are related to various
conditions related to COPD such as emphysema and chronic
bronchitis. This
evidence suggests that the client’s current distress could be

16. related to COPD. However, symptoms such as wheezing, edema,
SOB,
and fatigue can also be observed in a person suffering from
congestive heart failure (LeMone et al., 2015). Even though
COPD and
congestive heart failure have several risk factors and symptoms
in common, the causes and treatments are different.
Interprofessional Strategies
An interprofessional collaboration between health care
professionals, patients, and their caregivers is required for high-
quality
outcomes. Successful collaborations require positive
reinforcement and mutual feedback in an objective and non-
discriminatory
setting (Amalakuhan & Adams, 2015). COPD will benefit from
a combination of pharmacological and non-pharmacological
interventions guided by an interprofessional collaborative
practice. The concept map clearly identifies interventions that
can be
performed independently and those that need interprofessional
collaboration. For instance, it is necessary to collaborate with a
respiratory therapist to teach and assist a patient in coughing
effectively. Similarly, referring the patient to a pulmonary
rehabilitation
program can help lower exertional dyspnea and the perceived
intensity of breathlessness. The concept map also facilitates

17. communication in an interprofessional team by identifying the
types of nursing interventions required, thereby preventing
conflict.
Health care professionals must collaborate with caregivers and
COPD patients to achieve high-quality outcomes. This
collaboration should effectively optimize non-pharmacological
interventions such as providing smoking cessation counseling
for
patients who find it difficult to quit the habit, promoting
pulmonary rehabilitation programs, and administering
appropriate
vaccinations. Interprofessional collaborations should also focus
on helping patients gradually incorporate more physical activity
into
their lifestyles and managing comorbidities common in COPD
in addition to the interventions discussed in the concept map.
Health
care professionals, caregivers, and COPD patients must work
together to deliver the prescribed pharmacotherapy
(Amalakuhan &
Adams, 2015).
Value and Relevance of Evidence
An evidence-based concept map with interprofessional
strategies allows health care professionals to collaborate and
analyze

18. patient data as well as think critically (Aein & Aliakbari, 2017).
According to Cook, Dover, Dickson, and Colton, concept map
development is an alternative to a traditional nursing care plan
for evidence-based practices. The traditional linear format of a
nursing
care plan may not have the scope to record a holistic picture of
patients’ requirements. It does not facilitate visualization of the
interrelated nature of patient data. On the other hand, a concept
map allows for a systematic visualization of psychological,
physiological, and pathophysiological relationships and
interactions, which promotes quality analysis (as cited in Aein
& Aliakbari,
2017). The findings of a study conducted by Gerdeman, Lux,
and Jacko show that medical students approached concept
mapping as
CONCEPT MAP 4
Copyright ©2018 Capella University. Copy and distribution of
this document are prohibited.
an instrument to improve clinical judgment and make better
clinical decisions. Finally, the minimal use of text in a concept
map
facilitates easy searching for terms related to the disorder or
condition being treated (as cited in Aein & Aliakbari, 2017).

19. Conclusion
COPD is a group of progressive lung diseases such as
emphysema and bronchitis. Interprofessional strategies to treat
COPD
can improve outcomes, and collaboration between health care
professionals can aid in providing comprehensive care to
patients.
Concept mapping is useful in improving critical thinking among
professionals. A concept map helps in recording a holistic
picture of
the patient’s needs and facilitates visualization of the data.
Therefore, a concept map is an essential tool to develop nursing
care plans
to achieve high-quality outcomes.
CONCEPT MAP 5

20. Copyright ©2018 Capella University. Copy and distribution of
this document are prohibited.
References
Ackley, B. J., Ladwig, G. B., & Makic, M. B. F. (2016).
Nursing diagnosis handbook: An evidence-based guide to
planning care
(11th ed.). Retrieved from
https://books.google.co.in/books?id=s3OKCwAAQBAJ&lpg=PP
1&pg=PP1#v=onepage&q&f=false
Aein, F., & Aliakbari, F. (2017). Effectiveness of concept
mapping and traditional linear nursing care plans on critical
thinking skills
in clinical pediatric nursing course. Journal of Education and
Health Promotion, 6(13).
Amalakuhan, B., & Adams, S. G. (2015). Improving outcomes
in chronic obstructive pulmonary disease: The role of the
interprofessional approach. International Journal of Chronic
Obstructive Pulmonary Disease, 10(1), 1225–1232.
Boon, C.W. (2018). Oxygenation. In Potter, P. A., Perry, A. G.,
Stockert, P. A., & Hall, A. M. (Eds.), Essentials for nursing
practice
(9th ed., pp. 865–916). Retrieved from
https://books.google.co.in/books?id=wDtRDwAAQBAJ&lpg=PP
1&pg=PR3#v=onepage&q&f=false

21. Kazanowski, M. K. (2017). End-of-life-care concepts. In
Ignatavicius, D. D., Workman, M. L., & Rebar, C. R. (Eds.),
Medical-
surgical nursing: Concepts for interprofessional collaborative
care (9th ed., pp. 103–116). Retrieved from
https://books.google.co.in/books?id=Qzg1DwAAQBAJ&lpg=PA
244&dq=incentive%20spirometer%20prevent%20pneumonia
&pg=PA112#v=onepage&q&f=false
LeMone, P., Burke, K., Dwyer, T., Levett-Jones, T., Moxham,
L., & Reid-Searl, K. (2015). Medical-Surgical nursing: Critical
thinking for person-centred care (2nd Australian ed.). Retrieved
from
https://books.google.co.in/books?id=MDXiBAAAQBAJ&lpg=P
P1&dq=LeMone%2C%20Burke%2C%20Dwyer%2C%20Lev
ett-Jones%2C%20Moxham%2C%20Reid-
Searl%2C%202015&pg=PP1#v=onepage&q=LeMone,%20Burke
,%20Dwyer,%20Levett-Jones,%20Moxham,%20Reid-
Searl,%202015&f=false
Linton, A. D. (2015). Introduction to medical-surgical nursing
(6th ed.). Retrieved from
https://books.google.co.in/books?id=o5jTBgAAQBAJ&lpg=PP1
&pg=PP1#v=onepage&q&f=false
Rees, H. (2017). Care of patients requiring oxygen therapy or

22. tracheostomy. In Ignatavicius, D. D., Workman, M. L., &
Rebar, C. R.
(Eds.), Medical-surgical nursing: Concepts for interprofessional
collaborative care (9th ed., pp. 529–546). Retrieved from
https://books.google.co.in/books?id=Qzg1DwAAQBAJ&lpg=PA
244&dq=incentive%20spirometer%20prevent%20pneumonia
&pg=PA529#v=onepage&q&f=false
5/10/22, 11:29 AM Vila Health: Concept Maps as Diagnostic
Tools Transcript
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fpx6021element236814/transcript.asp 1/3
Vila Health: Concept Maps
as Diagnostic Tools
Introduction
The Interview
The Concept Map
Conclusion

23. Introduction
Vila Health: Concept Maps as
Diagnostic Tools
Concept maps are an important tool in patient-centered care
planning. A concept map helps to synthesize facts about a
patient's health needs and personal circumstances with
available evidence and analysis. Such a tool becomes more
useful when a patient has complex health, economic, and
cultural needs.
In this simulation, you will be conducting a short interview with
a patient
and then assembling a concept map for use in that patient's care
plan.
St. Anthony Medical
Center
Exam Room
You are a nurse at St. Anthony Medical Center. You have been
asked to
interview Carrie, an incoming patient. Carrie Alves is a 31-
year-old
woman who is concerned about problems with her menstrual
cycle. Ask
her some questions to find out more about her situation.
5/10/22, 11:29 AM Vila Health: Concept Maps as Diagnostic
Tools Transcript
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fpx6021element236814/transcript.asp 2/3
Interview:

24. Your intake form says that you’re experiencing
irregularities in your menstrual cycle. Can you tell me
more?
Yeah. I’m kind of freaked out. I used to be really regular, but
for the past
six months or so, my cycle’s been way, way off. I think I’ve
only had three
periods in that time frame, and the timing between them has
been really
random.
That sounds very upsetting.
Yes, definitely! At first, I was excited when I didn’t get my
period- my
husband and I have been trying to get pregnant for a while now,
and I
thought we’d succeeded. Then I took a pregnancy test and saw
that
wasn’t what was going on. Still, I thought maybe the change to
my cycle
was because my body was getting used to quitting birth control.
Are you experiencing any other symptoms?
I’m not sure. I guess I have a few other things going on, but I’m
not sure if
they’re related or not.
Such as?
I’ve had a lot of trouble sleeping lately. I have these really
vivid dreams
and then just pop awake and can’t get back to sleep. I guess I’m
putting
on weight… I was kind of afraid to weigh myself at home, but
I’ve noticed
my pants haven’t been fitting very well. Then I got weighed
here and…

25. sigh. Looks like I’m up 12 pounds.
I’ve also– and I know this is weird – I’ve been having really
bad acne
breakouts. I thought maybe that was from my hormones getting
out of
whack from getting off birth control, too, but it’s been going on
for a while.
I don’t know. And – this is also weird– I’ve had a bunch of
hairs growing
on my chin all the sudden. I pluck them, and they grow right
back.
The Concept Map
Record Your
Observations
5/10/22, 11:29 AM Vila Health: Concept Maps as Diagnostic
Tools Transcript
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fpx6021element236814/transcript.asp 3/3
After interviewing Carrie Alves, you should organize your
observations
and thoughts into a concept map that can clarify the situation.
Once you've planned your patient's care, you will be able to
download
your concept map.
Conclusion
Using a concept map to plan a patient’s care can be essential

26. when the case and the patient’s overall needs are complex. In
this simulation, you’ve used the details of a patient’s case to
draft a concept map for her care.
Click either the Word Doc or PDF button below to download the
text for your concept map draft. You will use this text to create
a final concept map for your assignment in this unit.
After you’ve downloaded your text, you will put it into a
concept
map template. You may use the template provided in the
assignment, another template, or your own concept map format
for your final map.
Click any heading in your concept map to reveal the complete
content.
Licensed under a Creative Commons Attribution 3.0 License
(//creativecommons.org/licenses/by-nc-nd/3.0/)
https://creativecommons.org/licenses/by-nc-nd/3.0/
MSN-FPX6021 Concept Map
Concept Map
Marilyn Melendez
Capella University
NURS-FPX6021 - Biopsychosocial Concepts for Advanced

27. Nursing Practice I
Dr. Hooven
October 24, 2021
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Concept Map COPD
Treatment
Oral corticosteroids such as
beclomethasone (Qvar),
budesonide (Pulmicort),
fluticasone (Flovent),
mometasone (Asmanex)
(Hanania et al.,2017).
Patient Info:
54 yr old African American appears7 0 yrs old
with dx of COPD , Hx seizures Smokes (1 ½
pack a day.) Pt has O2 2L/min via Nasal
cannula. Unable to performed ADL’s due SOB

28. when walking short distances.
Outcomes:
Reduced episodes of
dyspnea during an
activity.
Treatment:
Teach the patient on exercises
that enhances breathing
capacity such as diaphragmatic
and purse-lip breathing.
Outcomes:
Improvement of
breathing pattern.
Most Urgent Nursing Diagnosis: Impaired Gas Exchange r/t
altered oxygen supply AEB SOB and the need to use oxygen.
COPD
PRIORITY ASSESSMENTS:
1.SOB
2.Activity Intolerance
3. Irregular Lung Sounds

29. Outcomes:
Demonstrate improved
ventilation and adequate
oxygenation of tissues by
ABGs within patient’s
normal range and be free of
symptoms of respiratory
distress.
Treatment
Spirometer use.Treatment:O2 2l/via nasal
canula Terbutaline 0.3 mg
SQ every 3 hr prn for SOB,
Aerosol Alupent 0.25cc’s in
2 cc’s NS q 6h.
Nursing Diagnosis 3: Activity Intolerance Related to an
Imbalance between oxygen supply and demand due to
inefficient work breathing AEB dyspnea when walking
short distances.
[Other, Insert
Appropriate
Title]
Nursing Diagnosis 2: Ineffective Breathing Pattern r/t

30. Ineffective inspiration and expiration occurring with chronic
airflow constraints, AEB irregular lung sounds.
Wheezes/crackles on auscultation on both lung fields
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